أثر استراتيجية SWOT في تنمية الثقة بالنفس عند طلاب الصف الخامس الأدبي في مادة مبادى الفلسفة وعلم النفس

Abstract

The objective of this study is to examine the impact of the SWOT strategy on the enhancement of self-confidence in fifth-grade students studying Principles of Philosophy and Psychology. The experimental group (B), consisting of 31 students, will be instructed using the SWOT strategy. In Division A, the control group consisted of 29 students who followed the conventional teaching method. The two researchers ensured comparability between the control and experimental groups by considering variables such as chronological age (measured in months), educational levels of fathers and mothers, general average from the previous academic year, and an intelligence test. The behavioral objectives of the subjects assigned to the initial four levels of Bloom were formulated by the researchers, who also developed a total of 30 plans. The instructional approach employed by the two research groups involved the development of 15 distinct lesson plans for each group. Subsequently, two of these lesson plans were subjected to evaluation by a panel of arbitrators to assess their appropriateness and effectiveness for fifth-grade students in the literary domain. The researchers ensured the validity, reliability, and standardization of the study. The complexity of the paragraphs, the ability to differentiate between the paragraphs, and the efficacy of the incorrect alternatives. Upon implementing the scale, it was observed that the experimental group exhibited superior performance compared to the control group in terms of self-confidence assessment.